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Expansive Learning in Professional Contexts pp 31–74Cite as

Palgrave Macmillan

Researching Organizational Learning: Expansive Perspectives

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Abstract

This chapter pursues these questions into socio-political issues of context in policing and elsewhere. Despite being developed with research into professional learning in mind, the specific nature of expansive learning makes particular demands on research in these contexts. I discuss the need to make viable strategic choices about credible research tools on the ground, looking first at the controversial and overlapping discourses of evidence-based practice (EBP) and professionalization in education and organizational contexts. This analysis examines the implications of expansive learning for research and leads to a provisional distinction between choices about research practices on one hand and research tools on the other.

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Notes

  1. 1.

    Cinematic montage is a deliberate attempt to evoke ideas, or “the manipulation of definite representations to produce images in the mind of the spectator” (MacCabe [1974] 1993: 60). Simply put, montage is the creation of a third image by the juxtaposition of two contiguous ones. The images which are produced in this way are open to different kinds of analysis, but the third intermediary image created by montage is distinct from those which surround it and thus undercuts our expectations. The importance of such a phenomenon lies in the possibility that it informs our understanding of perception itself which, as Henri Bergson (1907/2007) famously claimed, is basically cinematographic. On this view, enquiry might be informed by a closer association between research and film than has traditionally been the case, but a caveat must be respected. Bergson’s view is appealing because it reflects the sensation of our mind’s ordering of snapshots of experience along an abstract continuum which we call time. But if we understand time as a rolling out of snapshots, we run the of confusing the creative process of time with the physical products which result from it. We miss both the fundamental movement of matter and the concrete duration or experience of time itself (Deleuze 2003:10) by mistaking product for process.

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  1. Canterbury Christ Church University, Canterbury, Kent, UK

    Christian Beighton

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  1. Christian Beighton
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Beighton, C. (2016). Researching Organizational Learning: Expansive Perspectives. In: Expansive Learning in Professional Contexts. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57436-7_3

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  • DOI: https://doi.org/10.1057/978-1-137-57436-7_3

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